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3.2.6.2.4 Pedagogy and mode of delivery The predominate pedagogical approach was embedded within adult learning principles due to the participants’ ages, maturity, level of experience and training (Fidishun, 2002; Zmeyov, 1998). Adult learning principles recognise that adult voluntary participants were goal-oriented and ‘experience[d] a need to learn in order to cope more satisfyingly with real-life tasks or problems’ (Knowles, 1970). Accordingly, a full suite of educational techniques were utilised (see Table 3.5). Table 3.5 Comparative Pedagogical Approaches (Alphabetical Order)

Aoun and Johnson (2002)

clinical placements, tutoring, formal assessment, tele-tutorials, discussion groups.

Chang et al. (2002)

didactic learning, individual and group exercise, written & reading materials, audio materials, video presentation.

Chur-Hansen et al. (2004)

written materials, didactic learning, discussions groups, hypothetical problem solving.

Ellis and Philip (2010)

case studies, role plays.

Kennedy et al. (2013) didactic learning (lectures), power-point presentations, practical sessions, visual/observational sessions, role-playing case scenarios, case studies, written materials.

Mellor et al. (2012)

as per Kennedy et al. (2013) above

Note: Kennedy et al. (2013) and Mellor et al. (2012) refer to the same course.